You will learn
- Find similarities.
- Find differences.
- Use a Venn diagram.
- Give evidence for each point.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Alike = similarities.
- Different = differences.
- Compare traits, actions and choices.
- Use evidence.
Words to know
to tell how things are alike
to tell how things are different
a way things are alike
a way things are not alike
1. Discover: Two sisters at the market
Amaka and Ife went to the market with the same amount of money. Amaka spent hers on sweets at once. Ife looked at many stalls, asked prices and bought rice and beans for the family. Both sisters loved the market and both smiled at the end, but only Ife brought food home.
Think: How are the sisters alike? How are they different?
2. Understand: Alike and different
Idea 1: Compare and contrast
To compare is to find how things are alike. To contrast is to find how they are different.
Idea 2: Similarities
A similarity: both sisters loved the market and had the same money.
Idea 3: Differences
A difference: Amaka spent quickly; Ife planned and bought food. Use evidence for each point.
3. Worked examples
Example 1 (I show you): Similarity
Name one similarity.
- What did both do?
Answer: both loved the market
Example 2 (We do it together): Difference
Name one difference.
- How did they spend?
Answer: Amaka bought sweets at once; Ife bought food after looking
Example 3 (You try): Evidence
What is the evidence that Ife is careful?
Show the steps and answer
- What did she do first?
Answer: she looked at many stalls and asked prices
Did you know?
Venn diagrams use two overlapping circles to show what is shared and what is different.
Why this matters
Comparing helps you understand characters and make better choices.
4. Explore: Venn diagram
Compare two characters.
- Draw two circles that overlap.
- Write differences in the sides.
- Write similarities in the middle.
- Add evidence.
Think about it: what did you notice?
You can compare characters.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- Both ___ and ___ ___.
- ___ is different because ___.
- The text says ___.
- The main difference is ___.
Guided practice
Question 1. To tell how things are alike is to ___.
compare
Question 2. To tell how things are different is to ___.
contrast
Question 3. A way things are alike is a ___.
similarity
Independent practice
Level 1: Start
- To tell how things are alike is to ___.
- To tell how things are different is to ___.
- A way things are alike is a ___.
- A way things are not alike is a ___.
- Ife bought rice and ___.
Level 2: Grow
- Name a similarity.
- Name a difference.
- What did Ife ask?
Level 3: Stretch
- Is compare about alike?
- Is contrast about different?
- Do we need evidence?
Answers are in the answer key below. Try first, then check.
6. Apply: English in everyday life
Compare two people in a story using a Venn diagram.
Show a sample answer
a Venn diagram
Another one. Compare two characters from a story you know.
Show a sample answer
a completed task
7. Common mistakes
Fix: Slow down and check your work.
Fix: Study the example first, then try.
8. Lesson summary and revision card
- I can find similarities.
- I can find differences.
- I can use a Venn diagram.
- I can give evidence for each point.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Alike = similarities.
- Different = differences.
- Compare traits, actions and choices.
- Use evidence.
11. Next lesson
Next lesson: Summarising narratives. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What does compare mean? [1 mark]
- What does contrast mean? [1 mark]
- Give one similarity between the sisters. [1 mark]
- Give one difference. [2 marks]
- Explain how to compare two characters. [3 marks]
Total: 8 marks.
Marking guide and model answers
- tell how things are alike [1]
- tell how things are different [1]
- both loved the market/same money/both smiled [1]
- Amaka spent at once [1]; Ife looked and bought food [1]
- find similarities [1]; find differences [1]; use evidence [1]
Score guide: 7 to 8 = secure. 5 to 6 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- To tell how things are alike is to ___.
- To tell how things are different is to ___.
- A way things are alike is a ___.
- A way things are not alike is a ___.
- Ife bought rice and ___.
- Name a similarity.
- Name a difference.
- What did Ife ask?
- Is compare about alike?
- Is contrast about different?
Homework
Compare two characters from a story you know.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. To tell how things are alike is to ___. | compare | 1 |
| 2. To tell how things are different is to ___. | contrast | 1 |
| 3. A way things are alike is a ___. | similarity | 1 |
| 4. A way things are not alike is a ___. | difference | 1 |
| 5. Ife bought rice and ___. | beans | 1 |
| 6. Name a similarity. | both loved the market | 1 |
| 7. Name a difference. | Amaka spent quickly | 1 |
| 8. What did Ife ask? | the prices | 1 |
| 9. Is compare about alike? | yes | 1 |
| 10. Is contrast about different? | yes | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 compare; 2 contrast; 3 similarity; 4 difference; 5 beans. Level 2: 1 both loved the market; 2 Amaka spent quickly; 3 the prices. Level 3: 1 yes; 2 yes; 3 yes.
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Find similarities | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Find differences | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Use a Venn diagram | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Give evidence for each point | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Rushing without checking. Slow down and check your work.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Re-read the examples slowly and use the sentence frames.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child practises a key Grade 3 English skill with clear examples and a quiz. You do not need to be an expert to help.
- Listen while your child explains the idea.
- Ask for one new example.
- Praise effort and careful work.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: find similarities; find differences; use a Venn diagram; give evidence for each point.
Prerequisite knowledge. Textual evidence.
Materials. Chart paper or board, pencils, picture or word cards, a reading book if available. Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Write the key words and examples on the board or on cards before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Introduce the idea with the opening example.
Explanation (10 min). Teach the key words.
Guided activity (10 min). Practise together.
Independent activity (10 min). Check understanding with the quiz.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. What is the key idea? Can I give my own example?
Teacher explanation notes. Move from the spoken word to pictures and then to print. Read aloud often, point to the words, and let learners hear and say before they read and write.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use the sentence frames and work with a partner. Extension. Create a harder example of your own.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. Rushing without checking. Slow down and check your work.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 8-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Re-read the examples slowly and use the sentence frames. Enrichment. Make up your own example and teach it to someone at home. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Common Core State Standards for English Language Arts, Cambridge Primary and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Official standards for this topic area. Common Core State Standards for English Language Arts (official site): Grade 3 » Reading: Foundational Skills; Grade 3 » Reading: Literature; Grade 3 » Reading: Informational Text. These pages list the standards that cover this topic area; read them alongside the lesson.
Research used to shape this lesson. Common Core RL.3.3 and RL.3.9 (compare and contrast the themes, settings, and plots of stories by the same author); Cambridge Primary English Stage 3 (reading literature). These sources informed the lesson.